GIFT   OF 


POMONA    SCHOOLS    BULLETIN 


No.  10 


JANUARY,  1918 


DEBATE  QUESTIONS 


ON 


UNITED  STATES 
HISTORY 


PUBLISHED  EVERY  TWO  MONTHS  BY  THE  POMONA  CITY  SCHOOL 
DISTRICT,  AT  POMONA,  CALIFORNIA 


POMONA  CITY  SCHOOLS 


BOARD  OF  EDUCATION 

ALLEN  P.  NICHOLS President 

J.  E.  ADAMSON Nominated  from  First  Ward 

E.  J.  HOFFMASTER Nominated  from  Second  Ward 

J.  F.  LOBINGIER Nominated  from  Third  Ward 

C.  D.  BAKER. .  .  .Nominated  from  Fourth  Ward 


BULLETIN  EDITORIAL  STAFF 

G.  VERNON  BENNETT,  City  Superintendent  and  Secretary 
Board  of  Education,  Editor 

JOSEPH  PHILLIS,  Associate  Editor 


Debate  Questions  on  U.  S.  History 

BY 

G.  VERNON  BENNETT 
City  Superintendent  of  Schools,  Pomona 


FOREWORD 

This  short  monograph  forms  one  of  a  series  of  bul 
letins  on  the  educational  work  being  done  by  the  schools 
of  Pomona.  Former  numbers  have  dealt  with  School 
Finance,  Vocational  Guidance,  the  Junior  High  Schools, 
Physical  Education,  Food  Conservation  and  the  Junior 
College.  Future  numbers  will  deal  with  equally  import 
ant  features. 

G.  VERNON  BENNETT, 
City  Superintendent  ^of  Schools. 


<x~ 


Debating  as  a  Valuable  Aid  in  the  Teaching 
of  American  History 


1.  Fixing  the  subject-matter. 

2.  Arousing  interest  in  our  history  and  national  ideals. 

3.  Developing  habits   of   organized   thinking,   clear   analysis,    public 
speaking  and  effective  expression. 

1.  Fixing  the  subject-matter.  Facts  are  hard  to  remember  unless 
they  are  related  to  our  experience  or  to  our  present  fund  of  information. 
Pupils  of  history  say  that  there  are  so  many  dates,  names,  events  and 
other  facts  that  they  do  not  know  which  to  try  to  remember.  Each  day's 
lesson  is  such  a  small  part  of  the  whole  subject  that  sight  of  the  big  move 
ment  is  lost  in  mastering  the  items  of  one  small  section.  If,  however, 
the  facts  of  ten  lessons  are  grouped  about  a  question  for  debate,  the 
student  more  easily  remembers  those  facts. 

Review  is  recognized  to  be  an  essential  part  of  the  task  of  mastering 
a  subject.  This  is  particularly  true  of  History.  Pupils  generally  dislike 
review, — perhaps  because  they  find  how  little  they  remember  of  their 
work.  Debating  a  question  stimulates  the  student  to  muster  all  the  facts 
he  has  once  been  over,  to  his  service.  Thus,  associated  and  reviewed,  he 
will  fix  the  important  things  in  his  mind. 

Young  folks  like  to  compete.  Argument  is  as  much  a  competition  as 
is  a  game.  The  give  and  take  of  debate  is  valuable  to  every  person  having 
a  part  in  it.  To  succeed  may  not  be  the  highest  motive  but  in  youth  it 
certainly  is  the  strongest  motive.  In  order  to  win  a  debate  and  succeed, 
the  pupil  will  endure  great  and  long  hardships.  Pupils  will  get  more 
knowledge  in  preparing  arguments  for  a  debate  than  in  almost  any  other 
way.  Through  interest  in  his  debate  subject,  the  student  will  exert  him 
self  to  master  the  facts  of  hisory. 

While  working  on  a  main  theme,  a  boy  will  get  much  collateral 
information.  Although  he  may  be  looking  up  about  the  Webster-Ashburton 
Treaty's  provisions,  he  cannot  fail  to  learn  how  treaties  are  made,  the 
importance  and  duties  of  the  Secretary  of  State,  the  personal  equations  of 
Webster  and  Ashburton,  the  geography  of  Maine,  the  preservation  of 
archives,  the  political  complexities  of  the  Harrison-Tyler  administration. 
If  he  studies  the  question  of  the  purpose  and  efficacy  of  the  Monroe 
Doctrine,  he  will  certainly  learn  about  the  President's  annual  messages, 
the  way  in  which  such  messages  are  prepared,  the  importance  of  the 
Secretary  of  State,  the  character  of  John  Quincy  Adams,  the  geography  of 
America.  I  have  tried  to  frame  the  accompanying  questions  for  debate 
so  that  not  only  the  big  ideas  of  history  shall  stand  out,  but  that  in  solving 
the  debate  problem  the  student  will  be  compelled  to  pick  up  valuable 
collateral  information. 


4625 u. 


4  POMONA    SCHOOLS   BULLETIN 

2.  Arousing  interest  in  our  history  and  national  ideals.     There  is  a 
need  of  arousing  a  genuine  interest  in  American  history.     I  find  that  a 
large  number  of  boys  and  many  girls  dislike  history.    This  is  truer  of  the 
history  of  our  own  country  than  of  world  history.     I  have  tried  to  analyze 
and  understand  this  attitude.     These  seem   to  me  to  be  the  prevailing 
reasons:      (a)     History  is  less  definite  than  other  subjects.     Arithmetic 
and  algebra  have  their  definite  problems  to  be  attacked.     When  they  are 
solved,  the  pupil  knows  he  is  through.   The  same  is  true  of  English  compo 
sition,  of  spelling,  of  grammar,  of  map  work  in  geography,  of  Latin  gram 
mar  and  Latin  translation.   Even  in  literature  the  pupil  has  a  certain  story- 
plot  to  understand,  certain  words  to  look  up,  figures  of  speech  to  be  worked 
out,  certain  lines  to  be  memorized,  or  a  definite  number  of  pages  or  chap 
ters  to  be  read  for  pleasure.    The  pupil  likes  to  know  when  he  has  finished 
preparing  a  lesson.     History  lessons  seem  vague,   unending,   unsolvable. 
Debate  tends  to  centralize  the  attention  upon  a  definite  problem  to  be 
worked  out. 

(b)  History,  it  is  complained,  is  a  jumble  of  unrelated  facts  and 
dates,  dealing,  it  may  be,  with  battles  and  wars  interminable.  Debating 
the  questions  at  issue  in  a  war  vitalizes  and  clarifies  the  subject.  The 
progress  of  arms  in  the  Civil  War  is  an  example.  To  learn  of  all  the  battles 
on  the  Richmond-Washington  front  with  the  endless  rise  and  fall  of 
commanding  generals  is  a  disagreeable  task  to  pupils.  But,  when  the 
youngster  is  placed  in  the  President's  chair  with  the  duty  of  picking  out 
the  best  general  to  lead  the  Union  armies,  he  goes  at  the  task  with  vim, 
He  studies  the  personality  of  each  general,  considers  deeply  what  each 
accomplished,  weighs  the  worth  of  each,  ponders  upon  what  kind  of  a  man 
is  needed  to  win  the  war  and  what  kind  of  campaigning  is  necessary  to 
accomplish  that  end.  He  actually  plans  the  campaigns  and  fights  the  war 
himself. 

(c)  "History  deals  with  such  peculiar  people  so  far  back  in  the  past 
and  so  unrelated  to  the  present."  Debate  connects  these  people  with  our 
selves.  When  we  put  ourselves  in  their  places,  we  find  ourselves  doing 
what  they  did.  A  court  trial  is  of  very  little  interest  to  an  outsider  until 
he  puts  himself  in  the  place  of  the  accused,  or  of  the  judge,  or  of  the  attorney, 
or  of  the  witnesses.  The  same  is  true  of  history.  Objection  may  be  made 
that  debate  makes  a  person  partisan  rather  than  fair-minded.  True,  the 
participant  in  the  debate  will  be  somewhat  partisan,  but  it  seems  to  the 
writer  that  partisanship  is  better  than  lack  of  interest.  Most  of  us  prefer 
that  a  man  be  a  "red-hot"  Democrat  rather  than  an  indifferent,  colorless, 
tlabby  know-nothing.  A  noisy  patriot  is  to  be  preferred  to  a  slacker.  But 
the  benefit  of  debate  is  not  all  secured  by  the  debater.  Every  other  member 
of  the  class  is  a  judge  or  juryman  and  will  take  great  interest  in  the  prob 
lem  being  worked  out  by  the  debaters. 

3.  Developing    splendid    habits.     Teaching   aims   to   develop  in   the 
student  good  habits.     Debating  develops  the  habit  of  clear  analysis.     One 
must  analyze  the  question  for  debate  and  understand  its  true  significance. 
As  one  reads,  he  examines  the  facts  to  discover  their  relation  to  the  solution 


DEBATE   QUESTIONS  ON  U.   S.  HISTORY  5 

of  the  problem.  Those  that  are  valueless  will  be  culled  out;  those  that  tend 
to  prove  the  proposition  are  carefully  segregated  and  arranged;  while 
those  that  tend  to  disprove  the  proposition  are  examined  with  a  view  to 
answering  them.  The  determining  of  the  relation  of  these  facts  to  the 
problem  is  analysis. 

Debating  develops  organized  thinking.  The  practice  of  marshalling 
one's  facts  to  prove  a  proposition  or  to  convince  an  audience,  must  exercise 
one's  powers  of  organization.  One  must  group,  co-ordinate,  arrange  the 
proofs.  Synthesis  is  as  necessary  in  debate  as  analysis.  In  the  year's 
work  on  American  History,  each  pupil  should  debate  at  least  twenty 
questions.  That  much  practice  would  fix  the  habit  of  masterly  organi 
zation. 

Debating  develops  the  habit  of  effective  expression.  Our  thoughts 
are  clothed  in  words.  It  is  only  through  words  and  sentences  and  para 
graphs  that  we  can  think.  Whether  the  debate  is  spoken  or  written,  it 
must  be  expressed  in  language.  To  win  a  debate,  the  expression  must 
be  effective.  It  must  convey  the  debater's  thoughts  clearly,  smoothly,  and 
with  interest.  This  may  be  more  in  the  realm  of  English  than  History, 
but  the  correlation  will  do  not  harm. 

Finally,  debating  develops  the  powers  of  public  speaking.  Here  we  get 
into  the  realm  of  self-possession,  pleasing  appearance,  clear  enunciation, 
voice  culture,  bodily  aids  toward  the  expression  of  one's  thoughts  and 
arguments,  and  the  psychology  of  the  mass  mind.  While  these  are  but 
by-products  of  debating  as  an  aid  in  teaching  history, they  are  very  valuable 
by-products — that  might  conceivably  lead  to  more  practical  results  than 
the  main  purpose  of  teaching  history  itself. 

Summary.  Besides  other  unmentioned  results,  we  are  sure  that  debat 
ing  is  a  valuable  aid  in  the  teaching  of  American  history  in  that  it  helps 
to  fix  in  the  pupil's  mind  the  subject-matter,  in  that  it  arouses  interest  in 
our  history  and  national  ideals,  and  in  that  it  develops  habits  of  clear 
analysis,  organized  thinking,  effective  expression  and  speaking  well  in 
public. 


Debate  Questions  for  All  Periods 


OF 


American  History 


RESUME  OF  QUESTIONS 

Part  I.        Discovery,  Exploration,  Settlement 25 

Part  II.       North  American  Colonies  as  Part  of  British  Empire 20 

Part  III.     Independence  and  Union 20 

Part  IV.      Safeguarding  Our   Independence 20 

Part  V.        Westward  Expansion    30 

Part  VI.      The  Slavery  Question 15 

Part  VII.    State  Sovereignty    20 

Part  VIII.  Internal   Development    25 

Part  IX.      Extending  Our  Influence  Abroad 25 

200 


PART  I. 

Discovery,  Exploration,  and  Settlement 
1.     Resolved,  That  the  American  Indians  came  from  Asia. 

2     Resolved,  That  the  Southeastern  Indians  were  more  civilized  than 
the  Iroquois 

3.  Resolved,  That  the  invention  of  gunpowder  had  more  to  do  with 
the  discovery  of  America  than  progress  in  the  art  of  navigation  (compass, 
sea  chart,  and  sailing  against  the  wind). 

4.  Resolved,  That  the  Renaissance  had  more  to  do  with  the  discovery 
of  America  than  the  capture  of  Constantinople  by  the  Turks 

5.  Resolved,  That  the  personality  of  Columbus  was  a  more  potent 
cause  of  the  discovery  of  America  than  the  conditions  of  Europe. 

6.  Resolved,  That  the  Portuguese  were  greater  explorers  than  the 
Spaniards. 

7.  Resolved,  That  Pizarro  was  a  greater  conqueror  than  Cortez. 

8.  Resolved,   That  the  French  claims  to  North  America    (by  1600) 
were  better  than  the  English   claims. 

9.  Resolved,  That  Sir  Francis  Drake  was  justified  in  his  attacks  upon 
Spanish  commerce. 

10.  Resolved,  That  Raleigh's  settlements  in  America  would  have  been 
successful  but  for  the  Indians. 


DEBATE   QUESTIONS  ON   U.   8.  HISTORY  7 

11.  Resolved,  That  on  the  whole,  Virginia  received  a  better  class  of 
immigrants  than  Massachusetts  Bay  Colony. 

12.  Resolved,  That  the  government  established  in  Virginia  was  more 
democratic  than  that  of  England. 

13.  Resolved,  That  the  Pilgrims  would  have  done  better  if  they  had 
landed  in  New  York  (or  New  Jersey). 

14     Resolved,  That  the  New  Englanders  treated  the  Indians  fairly. 

15.  Resolved,  That  the  Massachusetts  Bay  settlers  had  greater  diffi 
culties  to  overcome  than  the  Virginians. 

16.  Resolved,    That   Roger   Williams    was    more    liberal   than    Anne 
Hutchinson 

17.  Resolved,  That  Rhode  Island  was  geographically  and  historically 
as  much  a  part  of  Massachusetts  as  Plymouth  Colony. 

18.  Resolved,  That  it  is  proper  to  speak  of  Maryland  as  a  Catholic 
colony. 

19.  Resolved,  That  South  Carolina  was  better  adapted  to  permanent 
settlement  by  whites  than  was  North  Carolina. 

20.  Resolved,  That  the  Scotch  deserve  greater  mention  in  Carolina 
history  than  the  Huguenots. 

21     Resolved,  That  South  Carolina  colony  would  have  succeeded  with 
out  negro  slavery. 

22.  Resolved,  That  the  Swedish  settlers  were  more  numerous  and  of 
themselves  more  powerful  than  the  Dutch  colonists. 

23.  Resolved,  That  New  York  made  more  rapid  progress   in  settle 
ment  under  the  English  than  under  the  Dutch. 

24.  Resolved,  That  East  Jersey  should  properly  have  been  annexed 
to  New  York  and  West  Jersey  to  Pennsylvania. 

25.  Resolved,   That   Penn's  treatment   of   the   Indians   was    of   more 
benefit  to  his  colony  than  the  treatment  by  other  settlers  was  to  their 
colonies 


PART  II. 

Norh  American  Colonies  as  a  Part  of  the  British  Empire 

26.  Resolved,  That  greater  religious  toleration  existed  in  Maryland 
than  in  Rhode  Island. 

27.  Resolved,  That  Bacon's  rebellion  was  justified. 

28.  Resolved,  That  the  "Patroon"   system  was  detrimental   to   New 
York  in  the  18th  century. 

29.  Resolved,  That  Philadelphia's  natural  location  is  better  than  New 
York's. 

30.  Resolved,  That  life  on  a  southern  plantation  was  more  pleasant 
for  the  planter's  family  than  life  in  a  wealthy  New  England  home. 

31.  Resolved,  That  Pennsylvania  was  on  the  whole  the  most  pros 
perous  colony. 

32.  Resolved,  That  the  Pequod  War  was  the  fault  of  white  settlers. 


POMONA   SCHOOLS   BULLETIN 


33.  Resolved,  That  King  Philip  showed  greater  military  genius  than 
Pontiac 

34.  Resolved,  That  Andros  was  a  worse  governor  than  Berkeley. 

35.  Resolved,  That  Penn  was  a  greater  colonizer  than  Oglethorpe. 

36     Resolved,  That  the  Ulster-Scotch  were  better  colonists  than  the 
Pennsylvania  "Dutch." 

37.  Resolved,  That  England's  navy  prevented  the  American  colonies 
from  being  crushed  or  conquered  by  the  French  or  Spanish. 

38.  Resolved,  That  England  treated  her  colonies  far  better  than  other 
countries  treated  theirs. 

39.  Resolved,  That  government  in  Massachusetts  (or  South  Carolina) 
was  more  representative  than  in  England  (1770). 

40.  Resolved,    That   French   colonization   of  the   Ohio   Valley   would 
have  prevented  English  expansion. 

41.  Resolved,  That  the  English  had  as  much  right  to  the  Ohio  Valley 
as  the  French. 

42.  Resolved,  That  Wolfe  was  a  greater  general  than  Montcalm. 

43.  Resolved,  That  the  colonies  should  have  borne  a  part  of  the  ex 
pense  of  the  French  and  Indian  War. 

44.  Resolved,  That  each  colony  was  entitled  to  territory  west  of  the 
Appalachians  in  proportion  to  its  assistance  in  the  war. 

45.  Resolved,  That  the  back-country  whites  were  a  better  class  of 
people  than  the  tide-water  whites. 


PART  III. 
Independence  and  Union 

46.  Resolved,  That  George  III  was  more  German  than  English. 

47.  Resolved,  That  George  III  loved  his  German  subjects  better  than 
his  American  subjects. 

48.  Resolved,  That  the  English  people  were  in  sympathy  with  the 
American  revolutionists. 

49.  Resolved,  That  Burke's  Plan  would  have  conciliated  the  colonies. 

50.  Resolved,  That  the  employment  of  German  hirelings  by  the  king 
was  a  mistake. 

51.  Resolved,  That  French  aid  saved  the  colonies  from  being  sub 
dued  by  the  King's  army. 

52.  Resolved,    That    Washington    was   a   greater   general   than    Von 
Heisten. 

53.  Resolved,  That  Greene  did  more  to  help  the  American  cause  than 
did  Lafayette. 

54.  Resolved,  That  politics  in  England  had  more  to  do  in  forcing 
George  III  to  yield  than  American  successes. 

55.  Resolved,  That  the  Constitution  is  a  greater  document  than  the 
Declaration  of  Independence. 

56.  Resolved,   That   the   President   should   be   elected   for   six   years 
instead  of  four. 


DEBATE  QUESTIONS  ON   U.  S.  HISTORY  9 

57.  Resolved,  That  the  large  states  should  not  have  permitted  the 
small  states  to  have  equal  representation  with  themselves  in  the  Senate. 

58.  Resolved,  That  a  Confederation  would  have  been  better  than  a 
Union. 

59.  Resolved,  That  the  Constitution  should  have  gone  into  effect  when 
as  few  as  two  states  should  have  adopted  it. 

60.  Resolved,  That  it  would  have  been  wiser  not  to  have  made  the 
Constitutional  Compromises. 

61.  Resolved,  That  the  states  would  have  soon  united  even  if  the 
Constitution  had  not  been  adopted. 

62.  Resolved,  That  the  plan  of  presidential  election  adopted  was  better 
than  direct  election  by  the  voters. 

63.  Resolved,  That  justices  of  the  Supreme  Court  should  be  elected 
by  Congress  for  a  ten-year  term. 

64.  Resolved,  That  the  first  ten  amendments  should  have  formed  part 
of  the  original  Constitution. 

65.  Resolved,  That  Vermont  should  not  have  been  separated   from 
New  York. 


PART  IV 
Safeguarding  Our  Independence 

66.  Resolved,  That  the  national  capital  should  have  been  located  at 
New  York  (or  Philadelphia). 

67.  Resolved,  That  Secretary  Jefferson  was  more  loyal  to  the  new 
nation  than  Secretary  Hamilton. 

68.  Resolved,   That  Washington  should  have  ousted  Jefferson   from 
his  cabinet. 

69.  Resolved,  That  Washington  should  have  given  France  help. 

70.  Resolved,  That  the  peace  policy  of  President  Washington  invited 
foreign  interference  in  our  affairs. 

71.  Resolved,  That  the  Southwest  deserved  independence. 

72.  Resolved,  That  Jay's  Treaty  should  have  been  rejected  by  the 
Senate. 

73.  Resolved,  That  Washington's  farewell  advice  to  maintain  strict 
neutrality  was  wise. 

74.  Resolved,  That  Jefferson's  election  in  1796  would  have  been  bet 
ter  for  the  country  than  Adams'. 

75.  Resolved,  That  our  war  with  France  in  Adams'  administration 
was  justified. 

76.  Resolved,  That  the  union  of  the  states  into  one  nation  was  the 
strongest  safeguard  of  our  independence. 

77.  Resolved,   That  our  failure  to  purchase   Louisiana  would   have 
brought  upon  us  European  interference  with  our  independence. 

78.  Resolved,  That  we  should  have  declared  war  on  England  five 
years  before  we  did. 


10  POMONA   SCHOOLS   BULLETIN 


79.  Resolved,   That  we  should  have  maintained  strict  neutrality  in 
the  Napoleonic  Wars. 

80.  Resolved,  That  the  United  States  had  more  to  fear  from  Napoleon 
than  from  England. 

81.  Resolved,   That  the  War  of  1812  helped  to  establish  our  inde 
pendence. 

82.  Resolved,   That  a   strong  national  army  from   the   close   of  the 
Revolutionary  War  would  have  strengthened  our  national  independence. 

83.  Resolved,  That  the  purchase  of  Florida  was  our  only  course  to 
protect  our  southern  boundary  from  European  interference. 

84.  Resolved,  That  the  Monroe  Doctrine  was  necessary  to  safeguard 
our  independence. 

85.  Resolved,  That  the  Webster-Ashburton  Treaty  was  fair  to  both 
parties. 


PART  V. 

Westward  Expansion 

86.  Resolved,  That  the  natural  pathway  to  the  West  was  through  the 
Blue  Mountains  into  Kentucky  and  Tennessee. 

87.  Resolved,  That  our  settlers  in  going  into  Kentucky  and  Tennessee 
were  unfair  to  the  Indians. 

88.  Resolved,   That   the    settlers   of   Kentucky   and    Tennessee    were 
hardier  than  those  to  the  north  of  the  Ohio. 

89.  Resolved,  That  land  speculation  in  the  Ohio  country  helped  mater 
ially  to  develop  settlement. 

90.  Resolved,  That  the  exclusion  of  slavery  from  the  Northwest  Terri 
tory  favored  rapid  and  permanent  settlement. 

91.  Resolved,  That  the  admission  of  Kentucky  and  Tennessee  to  the 
Union  of  States  stimulated  settlement  in  the  West. 

92.  Resolved,  That  the  Indians  of  the  Ohio  country  were  a  greater 
obstacle  to  settlement  than  those  of  Kenucky  and  Tennessee. 

93.  Resolved,  That  forest  land  was  more  desirable  than  prairie  land. 

94.  Resolved,  That  the  backwoods  produced  a  more  virile  class  of 
men  than  the  tidewater  states. 

95.  Resolved,  That  the  steamboat  has  aided  more  in  the  settlement  of 
our  country  than  the  railroad. 

96.  Resolved,  That  the  Indians  of  Georgia  were,  on  the  whole,  fairly 
treated  by  the  nation. 

97.  Resolved,  That  the  Gulf  States  would  have  been  settled  by  whites 
without  slaves. 

98.  Resolved,  That  we  were  entitled  to  navigation  of  the  Mississippi 
River,  before  the  purchase  of  Louisiana. 

99.  Resolved,  That  the  Louisiana  purchase  was  in  violation  of  the 
Consitution. 

100.  Resolved,  That  the  Louisiana  country  would  have  been  settled 
by  Americans  even  if  it  had  not  been  purchased. 


DEBATE  QUESTIONS   ON  D.   S.  HISTORY  11 

101.     Resolved,   That   the    Great   American  .Desert   existed    only    in 
imagination. 

102.  Resolved,  That  the  staking  off  of  the  great  plains  as  an  Indian 
country  retarded  the  settlement  of  the  West. 

103.  Resolved,  That  the  Oregon  Trail  was  a  more  important  highway 
than  the  Santa  Fe  Trail. 

104.  Resolved,  That  the  Mormons  selected  the  best  place  for  a  settle 
ment. 

105.  Resolved,  That  the  United  States  did  right  in  compromising  the 
Oregon  Question  with  England. 

106.  Resolved,  That  the  Columbia  River  Indians  were  as  intelligent 
as  the  Sioux. 

107.  Resolved,   That  Americans   settled   in  Texas  were   justified   in 
securing  the  independence  of  Texas. 

108.  Resolved,   That  the  annexation   of  Texas  by  our   country  was 
unfair  to  Mexico. 

109.  Resolved,   That  the  United   States   were   unfair   in   compelling 
Mexico  to  cede  the  New  Mexico-California  territory  to  us  at  the  close  of 
the  Mexican  War. 

110.  Resolved,  That  the  New  Mexico-California  country  would  have 
been  settled  by  Americans  even  if  it  had  remained  a  part  of  Mexico. 

111.  Resolved,  That  the  discovery  of  gold  in  California  was  on  the 
whole  promotive  of  permanent  settlement  of  the  Pacific  Coast. 

112.  Resolved,  That  the  Colorado  mines  attracted  more  people  than 
the  California  mines. 

113.  Resolved,  That  the  Gadsden  Purchase  was  of  as  great  value  as 
Porto  Rico. 

114.  Resolved,  That  Denver  is  destined  to  be  a  larger  city  than  Seattle 
(or  Portland,  or  Los  Angeles). 

115.  Resolved,  That  Salt  Lake  City  is  destined  to  be  a  larger  oity 
than  Spokane. 


PART  VI. 
The  Slavery  Question 

116.  Resolved,  That  the  free  states  in  the  Constitutional  Convention 
should  have  held  out  for  the  non-importation  of  slaves. 

117.  Resolved,  That  the  "three-fifths"  clause  was  unfair  to  the  free 
states. 

118.  Resolved,  That  the  Gulf  States  would  have  been  as  successfully 
developed  without  slavery  as  with  it. 

119.  Resolved,  That  slavery  was  an  economic  necessity  in  the  South. 

120.  Resolved,  That  slavery  would  have  died  out  in  the   South   if 
the  cotton-gin  had  not  been  invented. 

121.  Resolved,  That  the  Missouri  Compromise  was  fair  to  both  sides. 

122.  Resolved,  That  the  alternate  admission  of  slave  and  free  states 


12  POMONA   SCHOOLS  BULLETIN 

war  fair  to  both  sides. 

123.  Resolved,  That  the  Compromise  of  1850  was  fair  to  both  sides. 

124.  Resolved,  That  the  Kansas-Nebraska  bill  was  fair  to  the  free 
states. 

125.  Resolved,   That  the   Wilmot   Proviso    was   fair   to   the   slave 
holders'  interests. 

126.  Resolved,   That  the  Dred  Scott   Decision  injured   the  cause   of 
slavery. 

127.  Resolved,  That  the  "Underground  Railway"  system  was  a  fair 
way  of  fighting  the  slavery  cause. 

128.  Resolved,    That    the   winning   of   Kansas    by   the    slave    holder 
settlers  would  have  given  the  slave  states  such  control  as  would  have  pre 
vented  the  Civil  War. 

129.  Resolved,  That  the  Emancipation  Proclamation  was  justified. 

130.  Resolved,  That  the  best  interests  of  the  negroes  are  conserved 
by  allowing  the  Southerners  to  settle  their  own  problems. 


PART  VII. 

State  Sovereignty 

131.  Resolved,   That   Chief   Justice   Marshall's   interpretation    of  the 
Constitution  strengthened  the  Union. 

132.  Resolved,  That  Jefferson's  opposition  to  Marshall  laid  the  founda 
tion  for  the  long  and  bitter  struggle  over  state  sovereignty. 

133.  Resolved,    That  the   Democrats    were   inconsistent    in   opposing 
Marshall  and  the  Hartford  Convention. 

133.  Resolved,  That  the  Virginia  and  Kentucky  Resolutions  were 
more  opposed  to  the  supremacy  of  the  United  States  Government  than  the 
Hartford  Convention. 

135.  Resolved,  That  Nullification  in  South  Carolina  was  more  opposed 
to  United  States  supremacy  than  the  Hartford  Convention. 

136.  Resolved,  That  the  Dred  Scott  Decision  was  virtually  a  blow  at 
State  Rights. 

137.  Resolved,  That  the  Southern  States  favored  national  supremacy 
when  they  had  control  of  the  national  government  and  state  supremacy 
when  they  did  not  have  control  of  the  national  goverment. 

138.  Resolved,  That  the  Northern  States  favored  national  supremacy 
when  they  had  control  of  the  national  government  and  state  supremacy 
when  they  did  not  have  control  of  the  national  government. 

139.  Resolved,  That  the  secession  of  South  Carolina  should  have  been 
suppressed  by  President  Buchanan. 

140.  Resolved,  That  Lincoln  followed  Buchanan's  policy  of  waiting, 
for  several  weeks  after  he  became  President. 

141.  Resolved,  That  Tennessee's  secession  act  was  brought  about  by- 
fraud. 

142.  Resolved,  That  Georgia's  secession  act  was  not  really  represent 
ative  of  the  wishes  of  the  majority  of  her  citizens. 


DEBATE  QUESTIONS   ON  U.   S.   HISTORY  13 

143.  Resolved,  That  Grant's  plan  of  dividing  the  Confederacy  and 
conquering  the  western  sections  first  should  have  been  adopted  and  pressed 
with  all  the  power  of  the  Union  from  the  very  beginning. 

144.  Resolved,  That  the  blockade  crippled  the  power  of  the  Confed 
eracy  more  than  the  military  attacks  by  the  Union  forces. 

145.  Resolved,  That,  from  what  we  know  now,  Grant's  war  of  atri- 
tion  in  Virginia  was  unnecessary. 

146.  Resolved,  That  the  seceded  states  were  never  out  of  the  Union. 

147.  Resolved,  That  a  state's  power  to  withdraw  from  the  Union  was 
acknowledged  by  Congress  when  it  re-admitted  the  seceded  states. 

148.  Resolved,  That  the  Union  would  quickly  go  to  pieces  if  a  state 
had  the  right  to  secede. 

149.  Resolved,  That  it  is  best  for  all  Americans  to  have  an  indivisible 
union. 

150.  Resolved,  That  the  question  of  state  sovereignty  was  settled  by 
the  Civil  War. 


PART  VIII. 
Internal  Development 

151.  Resolved,   That  the  liberation   of  the   slaves   was  to   the  best 
interests'  of  the  South. 

152.  Resolved,  That  the  coal  of  Pennsylvania  has  stimulated  manu 
facturing  more  than  the  water  power  of  New  England. 

153.  Resolved,  That  large  factories  have  been  a  benefit  to  manufac 
turing  communities   in  the   North. 

154.  Resolved,  That  our  railroads  give  better  service  than  do  those 
of  Germany. 

155.  Resolved,  That  our  Government's  gifts  of  land  to  railroad  com 
panies  have  been  justified. 

156.  Resolved,  That  the  growth  of  trunk  lines  has  been  u>  the  best 
interests  of  patrons  of  the  railroads. 

157.  Resolved,  That  the  high  protective  tariffs  have  been  beneficial  to 
the  people  since  the  Civil  War. 

159.  Resolved,   That  the  Payne-Aldrich  Tariff  was  more   protective 
than  the  McKinley  Tariff. 

160.  Resolved,   That  the  Democratic  Income  Tax  is  more  desirable 
than  the  Republican  high  tariffs. 

161.  Resolved,  That  the  demonetization   of  silver  in   1873   was  bad 
for  the  country. 

162.  Resolved,  That  the  inflation  of  the  currency  by  the  free  coinage 
of  silver  in  1896  would  have  settled  our  money  troubles. 

163.  Resolved,  That  a  single  gold  standard  was  better  than  a  double 
standard  at  the  fixed  ratio  of  16  to  1. 

164.  Resolved,  That  our  National  Bank  System  was  better  than  the 
old  United  States  Bank  System. 

165.  Resolved,   That  our  Federal  Reserve   System   is  a  satisfactory 
solution  of  our  banking  troubles. 


14  POMONA    SCHOOLS   BULLETIN 

166.  Resolved,  That  "trust  busting"   satisfactorily  solved  our  trust 
and  monopoly  questions. 

167.  Resolved,  That  our  large  cities  in  the  last  quarter  of  the  19th 
century  were  worse  governed  than  European  cities. 

168.  Resolved,  That  the  Commission  form  of  government  for  large 
cities  is  better  than  the  City  Council  system. 

169.  Resolved,  That  the  City  Manager  system  has  proven  better  than 
the  Commission  system. 

170.  Resolved,  That  the  Government  railways  in  Alaska  will  bring 
about  the  settlement  of  that  territory. 

171.  Resolved,  That  our  national  resources  would  be  developed  if  they 
were  owned  by  the  Government  and  leased  to  private  parties. 

172.  Resolved,  That  Alaska  is  a  more  valuable  territory  than  Hawaii. 

173.  Resolved,  That  the  Philippines   are  adapted  to  settlement  by 
white  people. 

174.  Resolved,  That  one-third  of  the  money  used  for  conducting  high 
schools  should  be  spent  in  maintaining  industrial  education. 

175.  Resolved,  That  agriculture  is  of  greater  economic  value  than  all 
our  other  industries  combined. 


PART  IX. 

Extending  Our  Influence  Abroad 

176.  Resolved,  That  our  annexation  of  Hawaii  was  for  the  best  inter 
ests  of  the  Kanakas. 

177.  Resolved,  That  we  were  justified  in  going  to  war  with  Spain. 

178.  Resolved,  That  we  should  have  annexed  Cuba. 

179.  Resolved,    That    our    setting    up    Cuba    has    reacted    favorably 
upon  us. 

180.  Resolved,  That  we  have  dealt  fairly  with  the  Porto  Ricans. 

181.  Resolved,  That  we  should  have  given  the  Philippines  independ 
ence  under  rulership  of  Aguinaldo. 

182.  Resolved,  That  we  should  guarantee  the  independence  of  the 
Philippines. 

183.  Resolved,  That  the  Philippines  are  a  source  of  trouble  for  our 
country. 

184.  Resolved,  That  we  have  moved  too  rapidly  in  extending  self- 
government  to  the  Philippines. 

185.  Resolved,   That  China  should   have   been   parcelled   out   to  the 
nations  suppressing  the  Boxer  uprising. 

186.  Resolved,  That  our  influence  in  the  Boxer  settlement  has  reacted 
favorably  upon  China. 

187.  Resolved,   That  our  building  the  Panama  Canal   has   benefited 
the  nations  of  America. 


•         r   •  »  • 


DEBATE   QUESTIONS   ON  U.   S.   HISTORY  15 

188.  Resolved,  That  the  recognition  of  the  independence  of  Panama 
was  fair  to  Colombia. 

189.  Resolved,  That  the  Pan-American  Bureau  is  of  benefit  to  our 
interests  in  South  America. 

190.  Resolved,  That  our  policy  toward  Mexico  has  helped  her  estab 
lish  a  stable  democracy. 

191.  Resolved,  That  President  Wilson  should  have  occupied  and  paci 
fied  Northern  Mexico. 

192.  Resolved,  That  Germany's  violation  of  the  independence  of  Bel 
gium  should  have  caused  us  to  declare  war  against  the  aggressor. 

193.  Resolved,    That    the   violation    by    Germany    of   our   rights    as 
neutrals  was  a  sufficient  cause  for  our  declaring  war. 

194.  Resolved,  That  Germany's  inhuman  treatment  of  innocent  per 
sons  during  the  war  is  sufficient  reason  for  us  to  join  the  Allies  agaist  her. 

195.  Resolved,  That  we  are  in  this  war  to  make  the  world  safe  for 
democracy. 

196.  Resolved,  That  England  is  as  democratic  as  the  United  States. 

197.  Resolved,  That  France  is  as  democratic  as  the  United  States. 

198.  Resolved,  That  we  should  fight  until  Prussian  kaiserism  and 
militarism  are  no  more. 

199.  Resolved,  That  the  Allies  should  plan  to  cut  off  piece  by  piece 
the  weaker  parts  of  the  German  allied  territory. 

200.  Resolved,  That  a  Prussianized  Mittel-Europa  would  be  a  certain 
menace  to  the  peace  and  democracy  of  the  United  States. 


POMONA  SCHOOLS  BULLETINS 


No.  Date  Title  Price 

1  July    1,    1916    Primer  of  School  Finance  lOc 

By  G.  Vernon  Bennett 

2  Sept.   1,    1916    Catalogue  and  Courses  of  Study,  Pomona 

Schools 

3  Nov.     1,  1916    Directory  Pomona  Schools 

4  Jan.      1,  1917   Announcements  Pomona  Junior  College 

5  March  1,  1917   Vocational  Guidance  in  Pomona  lOc 

By  L.  W.  Bartlett 

6  May     1,  1917   Pomona  Vacation  School 

7  July     1,  1917    Physical  Training  Courses  in  Pomona  lOc 

By  Miss  Elma  Smith 

8  Sept.    1,  1917    Pomona  Junior  High  Schools 

9  Nov.     1,  1917    Directory  of  Teachers,  etc. 

10  Jan.      1,  1918    Debate  Questions  on  U.  S.  History  lOc 

By  G  Vernon  Bennett 

11  March  1,  1918    Self-Directed  Kindergartens  in  Pomona  lOc 

By  Clara  8.  Brown 

12  May     1,    1918    Citrus  Industry  of  California  lOc 

By  L.  W.  Bartlett 

13  July    1,    1918    Recipes  for  War  Conservation  lOc 

By  Minnie  A.  Porter 


14  DAY  USE 

RETURN  TO  DESK  FROM  WHICH  BORROWS! 

LOAN  DEPT. 

This  book  is  due  on  the  last  date  stamped  below,  or 

on  the  date  to  which  renewed. 
Renewed  books  are  subject  to  immediate  recall. 


>UibA2 


LIBRARY  US4 


JUJG-I2 


LD  21A-50w-12,'60 
(B6<221slO)476B 


General  Library 

University  of  California 

Berkeley 


d  Bros. 
Makers 

Syracuse,  N.  V. 
-  JAN.  21,  1908 


YU  botuu 


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UNIVERSITY  OF  CALIFORNIA  LIBRARY 


